| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 101 === This study investigates the progression and the outcomes of four-year-old toddlers
learning math symbols, and the professional improvement of the teacher. The study takes
place in a kindergarten in Yunlin County, Taiwan. In this action research, the researcher
teaches math symbols in a class of said school. Data are collected through observations,
reflections, pre- and post- tests, and worksheets. The materials are then processed for
further analysis.
The main conclusions of the study are:
1. Numbers, relational or logical math symbols are instructable to toddlers, and can be
taught to said pupils in an interleaving fashion.
2. Said children can understand math syntax, and their literacy of math symbols are
improved.
3. The researcher improves the skills of course planning, classroom management, and
obedience teaching. The researcher finds it important to adjust ways of dialoguing
according to the characteristic of a student.
The researcher proposes two recommendations based on findings in this study. First,
education authorities should provide more training seminars regarding to early childhood
mathematics to educators. Second, teachers should devise extra math activities for children
falling behind.
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